What do high school graduates need to know and be able to do to be prepared for college and career? This is the fundamental question that state policy makers confront when determining minimum high school graduation requirements or assessing whether these requirements need to change to meet the needs of a rapidly evolving economy.
New performance data gets released. Without even seeing the data, what would you predict is the pattern? For over 20 years, since No Child Left Behind, we have seen the same, predictable performance differences. And for over 20 years, there’s been a desire to quickly compare data points, find bright spots and challenges, craft a narrative, and decide on next steps.
One objective within our Equitable Pathways to College and Career team is to highlight projects and initiatives that weave equity-driven practices into the fabric of our work. One such initiative is supported by the National Science Foundation (NSF)—NSF’s Eddie Bernice Johnson INCLUDES Initiative (NSF INCLUDES).
SRI Education is working to fill the gap in evidence on changes in instruction from the use of open educational resources (OER) in community colleges. Building on the prior study of the OER Degree Initiative, we are investigating how the use of OER can enable what are sometimes called “open educational practices” (OEP) and equity-focused instruction in community college courses.
Over the past 2 decades, the United States has seen enormous growth in the science, technology, engineering, and mathematics (STEM) fields. This growth has been particularly strong for high skill technician jobs in technology and computer science, which offer a promising path to the middle class for many Americans.